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IMPROVING STUDENTS' ABILITY IN WRITING RECOUNT PARAGRAPH THROUGH PEER ASSESSMENT STRATEGY FOR THE EIGHTH GRADE STUDENTS OF SMP NEGERI 1 SUKASADA IN ACADEMIC YEAR 2013/2014 ., Ni Wayan Kristina; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Kadek Sonia Piscayanti, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3263

Abstract

Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemampuan siswa dalam menulis paragraf recount di kelas VIII di SMP Negeri 1 Sukasada dengan menggunakan strategi Peer Assessment. Subjek dari penelitian ini adalah kelas VIII G di tahun pelajaran 2013/2014. Jumlah subjek penelitian adalah 30 siswa dengan 25 siswa perempuan dan 5 siswa laki-laki. Penelitian ini terdiri dari dua siklus; setiap siklus terdapat empat langkah yaitu perencanaan, tindakan, observasi, dan refleksi. Data diperoleh melalui empat jenis instrumen yaitu: wawancara, catatan kegiatan, kuesioner, dan tes. Kriteria Ketuntasan Minimal adalah 73, tetapi kebanyakan siswa mengalami masalah dalam menulis yang ditemukan pada observasi awal seperti yang ditunjukkan oleh skor rata-rata siswa yaitu 66.17 (kategori tidak cukup). Setelah diberikan tindakan, nilai rata-rata siswa meningkat mencapai 77.07 pada siklus I yang dikategorikan cukup. Akhirnya, skor rata-rata siswa dapat mencapai kriteria bagus dengan nilai 84.90 pada siklus II. Dari hasil observasi, ditemukan bahwa strategi Peer Assessment membantu siswa untuk meningkatkan kemampuan menulis siswa dalam mengembangkan ide, mengorganisasi ide, menggunakan tata bahasa yang tepat dan mekanik. Hasil ini juga didukung oleh sikap positif siswa terhadap penerapan strategi Peer Assessment.Kata Kunci : Kemampuan Menulis, Strategi Peer Assessment. This classroom-based action research aimed at improving students’ ability in writing recount paragraph of the eighth grade students of SMP Negeri 1 Sukasada by using Peer Assessment Strategy. The subjects of the study were students of class VIII G in academic year 2013/2014. The total number of subjects was 30 students consisting of 25 female and 5 male students. This study was conducted in two cycles; each cycle involved four steps, namely planning, action, observation, and reflection. The data were obtained through four kinds of instruments namely: interview guide, researchers’ diary, questionnaire and test. The school minimum passing grade was 73, however the majority of students Wet preliminarily found to have problem in writing as revealed by the average score of 66.17 (insufficient category. After the treatment was conducted, students’ mean score increased to 77.07 in cycle I which categorized as sufficient. Finally, the students’ mean score could reach a good criterion which was 84.90 in cycle II. From the observation, it was found that Peer Assessment Strategy helped them improve their ability in developing idea, organizing idea, using appropriate language and mechanics. This result was also optimized by the students’ positive attitude toward the implementation of Peer-Assessment strategy. In addition, Peer Assessment strategy could motivate and improve their ability in writing a recount paragraph.keyword : Key Words: Writing Ability, Peer Assessment Strategy.
AN ANALYSIS OF THE RELEVANCE OF INSTRUCTIONAL MATERIALS AND THE TYPE OF TEACHING STRATEGIES USED FOR ADVANCED READING COURSE IN ENGLISH EDUCATION DEPARTMENT ., Luh Melin Udayanti; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Drs.Gede Batan,MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5464

Abstract

Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk menganalisis relevansi bahan ajar dan jenis strategi pengajaran yang digunakan untuk perkuliahan lanjutan Advanced Reading dalam jurusan pendidikan bahasa inggris. Subyek penelitian ini adalah mahasiswa yang telah mengambil perkuliahan lanjutan dari reading 1, reading 2, dan reading 3, dan dosen yang telah mengajar mata kuliah Advanced Reading di jurusan pendidikan bahasa inggris. Data dikumpulkan berdasarkan checklist, serta kuesioner dosen dan, dan juga hasil penilaiian dari para ahli serta diskusi kelompok dengan mahasiswa. Temuan penelitian menunjukkan bahwa bahan ajar dan silabus yang digunakan dalam perkuliahan Advanced Reading dikatakan "Sedikit relevan" untuk digunakan sebagai sumber belajar di jurusan pendidikan bahasa inggris. Strategi pengajaran yang sering digunakan dalam perkuliahan Advanced Reading adalah Diskusi. Hasil kuesioner dan diskusi kelompok dengan mahasiswa dari 6 (enam) kelas yang berbeda menunjukkan fokus tujuan pembelajaran Advanced Reading yang berbeda di setiap kelasnya disebabkan karena perbedaan materi pembelajaran yang diberikan oleh dosen. Penggunaan strategi pengajaran tidak memenuhi kriteria pelajar dewasa sehingga pembelajaran dianggap gagal untuk mendorong motivasi siswa dalam belajar.Kata Kunci : keterampilan membaca, bahan ajar, relevansi pembelajaran dan strategi mengajar This study was a descriptive qualitative research which aimed to analyze the relevance of instructional materials and the type of teaching strategies used for Advanced Reading course in English Education Department. The purpose was to describe the relevance of the syllabus and instructional materials, as well as the quality of these learning materials, and to find out the students perception of Advanced Reading course. The subjects of this research were the students who have taken Advanced Reading course and the lecturer who have taught Advanced Reading course in English Education Department. This research was a descriptive qualitative research which was utilizing checklist and questionnaire. The data collected from the expert judges’ checklist, as well as lecturer questionnaire and checklist, and also students’ questionnaire and focus group discussion. The data obtained were descriptively analyzed. The finding of the research showed the relevance of Instructional Materials and the Advanced Reading syllabus was said “Slightly Relevant” to be used as learning resource for English Education Department students. It showed that all experts choose more than 44% of criteria which had been reached. The teaching strategies that used frequently in Advanced Reading course was Discussion. The questionnaire result and the focus group discussion with the students from 6 (six) different classes showed different focus of learning objectives acquired by the students of each classes due to the differences of the learning material provided by the lecturer. The use of teaching strategies which also did not meet the criteria of adult learners was failed to encourage students’ motivation of learningkeyword : reading skill, advanced reader, instructional materials, relevance materials, and teaching strategies
THE EFFECT OF IMPLEMENTING SIOP MODEL TOWARD VOCABULARY MASTERY OF THE SEVENTH GRADE STUDENTS OF SMP NEGERI 3 SUKASADA ., Ni Made Wit Cittaningsih; ., Dr. Sudirman, M.L.S; ., Dra. Luh Putu Artini, MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12110

Abstract

Penilitian ini bertujuan untuk membuktikan apakah ada dampak yang signifikan dari penggunaan model Sheltered Instruction Observation Protocol (SIOP) terhadap penguasaan kosa kata pada siswa kelas VII. Desain penilitian yang digunakan adalah Post-test Only Control Group. Populasi penelitian ini adalah kelas VII di SMP Negeri 3 Sukasada. Sampel penelitian ini adalah 57 siswa yang dipilih dengan menggunakan teknik sampel acak. Data dianalisis secara kuantitaif dengan menggunakan analisis statistik deskriptif dan inferensial. Dari hasil tersebut, ditemukan bahwa hasil pengujian hipotesis (independent t-test) yang menunjukkan bahwa thitung = 6.165 > ttabel = 1.673 dan nilai signifikan dari data adalah 0.001 lebih rendah dari α = 0.05. Hasil tersebut menunjukkan bahwa ada dampak yang signifikan dari penggunaan model Sheltered Instruction Observation Protocol (SIOP) terhadap penguasaan kosa kata pada siswa kelas VII.. Dapat disimpulkan juga, model pembelajaran SIOP dapat diaplikasikan dan efektif dalam mengajar Bahasa Inggris sebagai bahasa asing terutama dalam penguasaan kosa kata.Kata Kunci : Penguasaan kosa kata, Model pembelajaran SIOP, Model pembelajaran biasa This study aimed at proving whether or not there was significant effect of implementing Sheltered Instruction Observation Protocol (SIOP) Model toward vocabulary mastery of the seventh-grade students. This study used Post-test Only Control Group as the research design. The population of this study was the seventh-grade students of SMP Negeri 3 Sukasada. The sample of this study was 57 students that were selected by random sampling. The data were analyzed quantitatively by using descriptive and inferential statistics analysis. It was found that the result of hypothesis testing (independent t-test) was tobs = 6.165 > tcv = 1.673 and the significance value of data was 0.001 lower than α = 0.05. It showed that there was significant effect of implementing Sheltered Instruction Observation Protocol (SIOP) Model toward vocabulary mastery of the seventh-grade students. It can be inferred that SIOP Model is an effective learning and can be applied in teaching English as foreign language especially in mastering vocabulary.keyword : Vocabulary mastery, SIOP Model, Conventional learning model
AN ANALYSIS OF INSTRUCTIONAL MEDIA USED BY MALE AND FEMALE ENGLISH TEACHERS IN TEACHING SPEAKING AT JUNIOR HIGH SCHOOLS IN SINGARAJA ., Komang Dita Amanda Febriawati; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Dr. Sudirman, M.L.S
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12172

Abstract

Penelitian ini bertujuan untuk menjelaskan penggunaan instruksional media dari guru laki-laki dan perempuan bahasa Inggris pada saat mengajar speaking di kelas 7 di SMP Negeri 2 Singaraja dan SMPN 4 Singaraja. Skripsi ini deksriptif kualitatif, yang di bagi menjadi dua guru laki-laki dan dua guru perempuan bahasa Inggris. Penelitian deskriptif kualitatif ini menggunakan teory dari Vernon. Di dalam teori tersebut terdapat lima kategori, diantaranya (1) Drawing, (2) Still Picture, (3) Audio Recording, (4) Motian Picture and TV, (5) Real Object, Simulation, and Models. Metode yag digunakan dalam penelitian ini adalah observasi, catatan, dan interview untuk melengkapi data yang di dapat. Adapun penemuan akhir dalam penelitian ini adalah adanya perbedaan antara guru laki-laki dan perempuan di kedua sekolah tersebut dalam menggunakan media. di SMPN 2 Singaraja, guru laki-laki lebih dominan menggunakan media dalam proses belajar dan mengajar. Kemudian di SMPN 4 Singaraja guru perempuan yang lebih dominan menggunakan media dibandingkan guru laki-lakinya. Guru laki-laki di SMPN 2 Singaraja menggunakan tiga jenis tipe media, diantaranya still picture, audio recording, dan real object, simulation and models. Sedangkan guru perempuannya hanya menggunakan satu jenis media saja yaitu real object, simulation, dan models. Hal itu juga sama seperti guru laki-laki di SMPN 4 Singaraja hanya menggunakan satu jenis media yaitu real object, simulation, dan models. Untuk guru perempuannya menggunakan dua jenis media diataranya still picture, real object, simulation, dan models. Kata Kunci : intruksional media, sekolah, guru laki-laki dan guru perempuan This study aimed describing the instructional media used by male and female English teachers’ in teaching speaking in grade 7 at SMPN 2 Singaraja and SMPN 4 Singaraja. This research was qualitative descriptive, which involved 2 males and 2 females English teachers. This qualitative descriptive research used the theory by Vernon. There were five categories of this theory, they are (1) Drawing, (2) Still Picture, (3) Audio Recording, (4) Motion Picture and TV, (5) Real Object, Simulation, and Models. This study used the instruments of observation sheet, field note and interview guide to supported the data. The finding reveals that there is a difference between male and female in used media in both schools. At SMPN 2 Singaraja, male teacher more dominant used instructional media in the teaching and learning process. But, at SMPN 4 Singaraja female teacher more dominant in used instructional media. Male teacher at SMPN 2 Singaraja used three instructional media that was still picture, audio recording, and real object, simulation, models. While female teacher only used one instructional media that was real object, simulation, and models. It seemed like male teacher at SMPN 4 Singaraja also only used instructional media, that was real object, simulation, and models. For a female teacher at that school used two instructional media, that are still picture and real object, simulation, and models. keyword : Instructional media, schools, male and female teacher
AN ANALYSIS OF THE RELEVANCE OF INSTRUCTIONAL MATERIALS AND THE TYPE OF TEACHING STRATEGIES USED FOR READING 3 COURSE IN ENGLISH EDUCATION DEPARTMENT ., I Gusti Ayu Dwi Parwiti; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5304

Abstract

This research was conducted to analyze the relevance of instructional materials and the types of teaching strategies used for Reading 3 course in English Education Department. The purpose was to find the data about the syllabus used by the lecturers and its development and analyze the relevance of the instructional materials used in Reading 3 course with the syllabus, the type of teaching strategies employed by the lecturer in teaching Reading 3 course, and the students perception about the material development and teaching strategies used in Reading 3 course. The subjects of the study were the lecturer and students in Reading 3 course of English Education Department, Ganesha University of Education. This research was a descriptive qualitative research which was utilizing checklist and questionnaires. The data collected from the lecturers and expert judges’ checklist, as well as lecturers and students’ questionnaire. The data obtained were descriptively analyzed. The findings of the research showed Reading 3 syllabus was not optimally prepared by each lecturer at English Education Department that was obtained from the questionnaire filled out by the lecturers and the result of Focus Group Discussion with the students. Then, the relevance of Instructional Materials and the Reading 3 syllabus was said “Not Relevant” to be used as learning resource for English Education Department students. In teaching strategy, there were 5 teaching strategies which were used frequently in Reading 3 course namely Direct Instructions, Discussion, Small Group Work, Cooperative Group, and Using Inquiry Based Learning. Based on focus group discussion there was no clear focus on learning objectives and skills to be achieved in the Reading 3 course.keyword : reading skill, early advanced level, instructional material, relevance material, and teaching strategies.
DEVELOPING LANGUAGE LEARNING SONGS AS A STRATEGY FOR TEACHING ENGLISH TO THE SECOND SEMESTER OF 7TH GRADE STUDENTS IN SINGARAJA ., Ni Wayan Devi Astuti; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Drs.Gede Batan,MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8745

Abstract

Penelitian ini adalah penelitian dan pengembangan yang bertujuan untuk (1) mengembangkan lagu pembelajaran bahasa yang dapat digunakan untuk mengajar bahasa Inggris dengan tema yang berbeda pada siswa kelas 2 SMP semester kedua (2) mengukur kualitas lagu-lagu pembelajaran bahasa sebagai strategi mengajar inggris untuk semester kedua dari siswa kelas tujuh. Model penelitian yang digunakan dalam prosedur penelitian ini ialah model penelitian pengembangan oleh Peffers (Pada Junipisa, 2012). Data yang diperoleh dikumpulkan dengan menggunakan beberapa instrumen penelitian seperti; lembar observasi, panduan wawancara dan rubtik penilaian untuk para ahli. Data telah didapat kemudian dianalisis secara kualitatif dengan mendeskripsikannya secara rinci dan data dari kualitas produk dianalisis secara kuantitatif dengan menghitung nilai rata-rata dari kedua ahli. Asilnya menunjukan bahwa lagu pembelajaran bahasa yang dikembangkan dikategorikan sebagai produk unggulan.Kata Kunci : Lagu Pembelajaran Bahasa, Strategi Pembelajaran, Buku Pedoman This research is a research and development study which aimed at (1) developing suitable language learning songs that can be used for teaching English with different themes for the second semester of 7th grade students and (2) measuring the quality of language learning songs as a strategy for teaching English to the second semester of 7th grade students. The model of research and development by Peffers (in Junipisa, 2012) was employed as the present research procedures. The data were collected by using several research instruments, such as observation sheets, interview guide, and rubric of expert judgment. The data obtained were analyzed qualitatively by describing them in detail and the data of product’s quality were analyzed quantitatively by calculating the mean score from each expert. The result shows that the developed language learning songs were categorized as excellent.keyword : Language Learning Song, Teaching Strategy, Manual Book
TEACHING STRATEGIES USED BY ENGLISH TEACHER TO TEACH 10TH GRADE DEAF OR HARD OF HEARING (D/HH) STUDENTS AT SLB B SINGARAJA IN ACADEMIC YEAR 2014/2015 ., I Gusti Ayu Diah Pusparini; ., Dra. Luh Putu Artini, MA., Ph.D.; ., I Putu Ngurah Wage M, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6226

Abstract

Guru dan strategi mengajar merupakan alasan utama dari kesuksesan pembelajaran. Namun, hanya ada sedikit penelitian yang menjelaskan mengenai strategi mengajar di sekolah luar biasa, maka hal tersebut menjadi fenomena utama dari penelitian ini.Tujuan dari penelitian ini adalah untuk mendeskripsikan praktik pendidikan khusus terutama dalam hal strategi pengajaran yang digunakan oleh guru Bahasa Inggris dari siswa tunarungu serta kurang dengar (DHH) kelas 10 yang belajar di Sekolah Menengah Atas Luar Biasa untuk siswa tunarungu. Studi ini diaksanakan di SLB B Singaraja, Bali dimana siswa-siswa tunarungu mendapat pelajaran Bahasa Inggris. Penelitian ini menggunakan desain kualitatif yang hasilnya tergambarkan dari analisis pengamatan dan wawancara. Hasil penelitian menunjukkan bahwa strategi-strategi mengajar yang digunakan dalam pembelajaran in SLB B Singaraja adalah strategi Pembelajaran Langsung, Diskusi Kelas, Problem Solving, dan Tutor Sebaya. Kata Kunci : Pengajaran Bahasa Inggris sebagai Bahasa Asing, Strategi Pengajaran, Tunarungu, Kurang Pendengaran Teacher and teaching strategies are the major cause of success in learning. However, there is only a few research that describes teaching strategies in special school, and thus it becomes the central phenomenon of this study. The purpose of this study is to describe the special education practice particularly in terms of the teaching strategies used by the English teacher of 10th grade Deaf or Hard of Hearing (DHH) students who undergo Senior High School in special school for DHH students. The study was conducted in SLB B Singaraja, Bali where Deaf and Hard of Hearing (DHH) students have English subject. This study used a qualitative design whose the results reflect analysis of observations and interview. The result of the study revealed that the teaching strategies used in SLB B Singaraja by the teacher who was under study were Direct Instruction, Class Discussion, Problem Solving, and Peer Tutoring Strategy. keyword : Teaching English as Foreign Language, Teaching Strategy, Deaf, Hard of Hearing
THE EFFECT OF DIARY WRITING METHOD ON STUDENTS' WRITING COMPETENCY IN RECOUNT TEXT ON THE EIGHTH GRADE STUDENTS OF SMP NEGERI 3 MANGGIS IN THE ACADEMIC YEAR 2017/2018 ., Ni Wayan Erarani; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Kadek Sonia Piscayanti, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12276

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh signifikan dari penerapan metode menulis diari terhadap kompetensi menulis teks recount siswa kelas VIII di SMP Negeri 3 Manggis tahun ajaran 2017/2018.. Penelitian ini merupakan penelitian eksperimental dengan menggunakan posttest-only control group design. Sample penelitian ini adalah 36 orang siswa kelas VIII G yang digunakan sebagai kelompok kontrol dan 36 orang siswa kelas VIII F yang digunakan sebagai kelompok eksperimen. Instrumen yang digunakan dalam penelitian ini adalah tes tulis. Data yang didapatkan kemudian dianalisis menggunakan analisis deskriptif dan analisis inferensial. Hasil analisis menunjukkan bahwa nilai rata-rata kelompok eksperimen adalah 76.05, sedangkan nilai rata-rata kelompok kontrol adalah 68.13. Hasil uji hipotesis menunjukkan bahwa nilai dari thitung lebih besar dari nilai ttabel (4.895 > 1.994). Berdasarkan hasil tersebut, dapat disimpulkan bahwa terdapat pengaruh signifikan dari metode menulis diari terhadap kompetensi menulis teks recount siswa kelas VIII di SMP Negeri 3 Manggis tahun ajaran 2017/2018. Kata Kunci : metode menulis diari, kompetensi menulis This research was aimed to investigate whether there was a significant effect of diary writing method on students’ writing competency in recount text on the eighth grade students of SMP Negeri 3 Manggis. The present study was an experimental research which used posttest-only control group design. The samples of this study were class VIII F and VIII G, where class VIII F consisted of 36 students as the experimental group and VIII G consisted of 36 students as the control group. The instrument used for collecting data in this study was writing test. The data were analyzed by using descriptive analysis and inferential analysis. The result of the study showed that the mean score of the experimental group was 76.05, while the mean score of the control group was 68.13. The result of the hypothesis testing showed that the value of t – observed (tobs ) was higher than the value of t – critical value (tcv) (4.895 > 1.994). Based on the result, it can be concluded that there was a significant effect of diary writing method on students’ writing competency in recount text on the eighth grade students of SMP Negeri 3 Manggis in the academic year 2017/2018. keyword : diary writing method, writing competency
The Effect of Dialogue Journal upon the Writing Achievement of the 8th Grade Students of SMP N 3 Banjar in the Academic Year of 2014/2015 ., Ni Putu Oktaviana Dewi; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Dra. Luh Putu Artini, MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5371

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui ada atau tidaknya bebedaan berarti dalam kemampuan siswa menulis antara siswa yang diajar menggunakan strategi Dialogue Journal dengan siswa yang diajar menggunakan strategi konvensional. Penelitian ini menggunakan metode Post-test Only Control Group Design. Populasi dari penelitian ini adalah siswa kelas 8 SMP N 3 Banjar. Metode Cluster Random Sampling digunakan untuk menentukan sample dari penelitian ini. Kelas VIII.5 dipilih sebagai kelompok experimental yang diajar menggunakan strategi Dialogue Journal, sedangkan kelas VIII.3 dipilih sebagai kelompok kontrol yang diajar menggunakan strategi konvensional. Hasil dari pengolahan data menunjukkan bahwa siswa kelompok experimental menunjukan keterampilan menulis lebih baik dibandingkan dengan siswa kelompok kontrol. Hal ini dibuktikan dari analisis deskriptif yang menunjukan nilai rata-rata siswa kelompok experimental adalah 75.83, sedangkan nilai rata-rata siswa di kelompok kontrol adalah 62.46. Hasil dari t-test juga menunjukkan bahwa nilai tobs lebih besar dari nilai tcv. Nilai dari tobs adalah 7.256, sedangkan nilai dari tcv adalah 2.02 (α = .05). Ini berarti bahwa terdapat perbedaan yang berarti antara siswa yang diajar menggunakan strategi Dialogue Journal dengan siswa yang diajar menggunakan strategi Conventional.Kata Kunci : Strategi Dialogue Journal, Strategi konvensional, kemampuan menulis This study aimed at investigating whether or not there was a significant difference in writing competency between the students who were taught by using dialogue journal strategy and those who were taught by using conventional strategy. The research design of this study was Post-test Only Control Group Design. The population was the eighth grade students of SMP Negeri 3 Banjar. Cluster Random Sampling was assigned to select the sample of the study.Class VIII.5 was assigned as the experimental group which was taught by using Dialogue Journal Strategy and class VIII.3 as the control group which was taught by using conventional strategy.The result of the data analysis showed that students in experimental group perfomed better writing than students in control group. It was proven by the result of descriptive statistics that showed the mean score the experimental group was 75.83, while the mean score of control group was 62.46. The result of the t-test also showed that the value of the tobs was higher than the tcv. The value of the tobs was 7.256, while the value of the tcv was 2.02 (α = .05). It means that there is a significant difference in writing competency between students who were taught using dialogue journal with students who were taught using conventional strategykeyword : Dialogue Journal Strategy, Conventional Strategy, writing competence
An Analysis of the Relevance of Instructional Material and Types of Teaching Strategies used for Reading 1 Course in English Education Department ., Ni Made Evi Agustini; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Dra.Ni Made Ratminingsih, MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6047

Abstract

Penelitian ini bertujuan untuk menganalisa relevansi dari materi pembelajaran dengan silabus dan tipe dari penggunaan strategi mengajar untuk mata kuliah Reading 1 di Jurusan Pendidikan bahasa Inggris. Subjek dari penelitian ini adalah para dosen pada mata kuliah Reading 1 di Jurusan Pendidikan Bahasa Inggris, Universitas Pendidikan Ganesha. Penelitian ini adalah penelitian deskriptif kualitatif dengan menggunakan daftar cek. Data dikumpulkan dari hasil daftar cek para dosen dan penguji ahli. Data didapatkan dengan analisa deskriptif. Temuan dari penelitian ini menunjukkan relevansi dari materi pembelajaran dan kriteria dari materi pembelajaran yang baik pada level "Sedikit relevan" untuk digunakan sebagai sumber belajar siswa Jurusan Pendidikan Bahasa Inggris. Berdasarkan hasil analisis dari dua penguji ahli yang menyatakan 30% dari kriteria yang telah tercapai. Strategi pengajaran yang sering digunakan pada mata kuliah Reading 1 adalah small group work, problem solving, cooperative group, performance activities, writing and inquiry based learning. Kata Kunci : kemampuan membaca, materi pembelajaran, strategi pembelajaran This research was conducted to analyze the relevance of instructional materials to the syllabus and the types of teaching strategies used for Reading 1 course in English Education Department. The subjects of the study were the lecturers in Reading 1 course of English Education Department, Ganesha University of Education. This research was a descriptive qualitative research by utilizing checklist. The data were collected from the lecturers and expert judges’ checklist. The data obtained were descriptively analyzed. The finding of the research showed the relevance of Instructional Materials and the criteria of a good material in the level of “Slightly Relevant” to be used as learning resource for English Education Department students. Based on the result of analysis from two expert judges stated 30% of criteria which had been reached. The teaching strategies that used frequently in Reading 1 course were small group work, problem solving, cooperative group, performance activities, writing and inquiry based learning.keyword : instructional material, reading skill, teaching strategies
Co-Authors ., Desi Nursari Andayani ., Desi Nursari Andayani ., Dewa Ayu Novi Kusumawardani ., Dr. Sudirman, M.L.S ., Dr. Sudirman, M.L.S ., Dwi Putri Widiantari Ni Made ., Dwi Putri Widiantari Ni Made ., Gusti Ayu Yulia Andarini ., Gusti Ayu Yulia Andarini ., I Gede Made Adi Kerta Yasa ., I Gede Made Adi Kerta Yasa ., I Gst Ayu Lisna Listiari ., I Gusti Ngurah Putra Aryana ., I Gusti Ngurah Putra Aryana ., I PT AGUS KUSUMA W ., I Putu Chandra Guna Krisna ., I Wayan Doder Sumirta ., I Wayan Doder Sumirta ., I Wayan Purnawirawan ., Ida Ayu Putu Putri Gita Sari ., Ida Bagus Gede Suaditya ., Komang Dita Amanda Febriawati ., Komang Dita Amanda Febriawati ., Komang Gede Suardiyasa ., Komang Gede Suardiyasa ., Komang Hendra Gunawan ., Luh Putu Swasti Ayuningtyas ., Made Ade Krisna Kurniarta ., Made Ade Krisna Kurniarta ., MADE DYAN WIDHIADNYANI KUNDE ., Ni Ketut Arie Suasti Wahyuni ., Ni Ketut Arie Suasti Wahyuni ., Ni Luh Karisma Dewi ., Ni Luh Karisma Dewi ., Ni Luh Putu Mahachintya Supraptyanti ., Ni Made Ari Widyantari ., Ni Made Ari Widyantari ., Ni Made Wit Cittaningsih ., Ni Made Wit Cittaningsih ., Ni Md Pande Candra Sapitri ., Ni Md Pande Candra Sapitri ., Ni Nyoman Arsini ., Ni Nyoman Arsini ., Ni Putu Ekayanthi ., Ni Putu Mirna Sari ., Ni Putu Mirna Sari ., Ni Wayan Devi Astuti ., Ni Wayan Devi Astuti ., Ni Wayan Devi Crisnady ., Ni Wayan Devi Crisnady ., Ni Wayan Erarani ., Ni Wayan Erarani ., Ni Wyn Deni Apriani ., Ni Wyn Deni Apriani ., Nyoman Ayu Purnama Dewi ., Putu Indah Darmayani ., Putu Indah Darmayani A.A.I.N. Marhaeni Adhiwiguna, I Made Agus Adnyani, Ni Luh Putu Sri Adnyani, Ni Putu Agung Krsna Lila Dasa Ahmad . AHMAD MUNIR Ahmad Zamzam Alexandra, Natasha Filya Anak Agung Istri Ngurah Marhaeni andrea, kadek niko Antini, Ni Komang Ayu Audina, Ira Putri Bakti, Windy Kurnia Cahya, Wahyu Dwi Cahyani, Putu Novi Trisna Candra Dewi, Made Raninta Desak Ketut Indriyani Desyantaningsih, Ni Made Anggreoni Devi Ariningsih, Ni Ketut Devi, Madhu Sri Dewa Ayu Andhina Maretha Putri Dewa Ayu Dyah Surya Dewi ., Dewa Ayu Dyah Surya Dewi Dewa Ayu Eka Agustini Dewa Komang Tantra Dewa Putu Ramendra Dewantara, Kadek Andre Karisma Dewi, I Gusti Ayu Triska Sri Urmila Dewi, Ida Ayu Komang Trisna Dewi, Kadek Ayu Komala Dewi, Kadek Intan Rustiana Dewi, Komang Rista Liani Dewi, Ni Luh Putu Eka Sulistya Diantari, Ayu Melani Didit Suasta Adijaya Drs.Gede Batan,MA . Duta Kharisma, I Made Dw. Komang Tantra Dwi Susanti . EFENDI . Elizabeth Norista Era Adnyayanti Ni Luh Putu Gede Agus Permadi Gede Sutrisna Gusti Agung Ayu Made Indah Pradnyawati . GUSTI AYU PUTU OLIARNI . Gusti Putu Rustika Dewi Hapsari Oka, Ida Ayu Puspitha Pradnya Haryanti, Novi Diah I Gede Angga Pradipta Saputra ., I Gede Angga Pradipta Saputra I Gede Gangga Suwana . I Gede Pratama Danan Jaya . I Gusti Ayu Diah Pusparini ., I Gusti Ayu Diah Pusparini I Gusti Ayu Dwi Parwiti ., I Gusti Ayu Dwi Parwiti I Gusti Ayu Komang Putri Tri Wahyuni I GUSTI AYU WARDHANI . I GUSTI NGURAH OCTOVA SEVENTILOFA . I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Ketut Trika Adi Ana I MADE DWI JAYA PRADITYA . I Made Hardi Setiawan I Made Mega Adnyana I Made Sukma Adisetiawan Sukadana I Made Yudhy Lesmana Dinatha . I Nyoman Adi Jaya Putra I Putu Andre Suhardiana I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Wayan Agus Setiyawan . I Wayan Edi Gunawan . I Wayan Suarnajaya I WAYAN SUTENA . I Wayan Swandana I.G.A. Lokita Purnamika Utami Ida Ayu Himadara Ida Ayu Kade Putri Pradnyani . IDA AYU MADE ISTRI UTAMI . Ida Ayu Putu Anugrah Widiantari Ida Ayu Putu Nila Rusmayanti Jamaludin . Juliani, Made Dian Juniarti, Ni Wayan Junita Friska Kadek Anggi Pratiwi Anugraha KADEK DEVY MARLENI . Kadek Kusumadewi . Kadek Lelyana Rastari Kadek Puspa Ariantini Kadek Sintya Dewi Kadek Sonia Piscayanti Kadek Widiani . Kadek Yogi Parta Lesmana Kadek Yunita Dewi Kerti Nitiasih Ketut Sujana Ketut Susiani Komang Ayu Mas Triana Dewi . Kristyaningdih, Ni Komang Lailiyah, Leni Laksmi, Ni Made Sintya Lestari, Ni Made Pebriyanti Lestari, Ni Putu Diana Eka Loviyani, Ni Putu Ayu Niya Luciana, Ni Luh Ratih Luh Diah Surya Adnyani Luh Gd Rahayu Budiarta Luh Gd Rahayu Budiarta ., Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni Luh Gede Meitha Trisna Utami . Luh Melin Udayanti ., Luh Melin Udayanti Luh Mera Warsini Luh Putu Eka Sulistia Dewi Luh Putu Restu Adi Utami M.L.S ., Dr.Sudirman, M.L.S M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd M.Pd. ., Made Hery Santoso, S.Pd, M.Pd. Made Hery Santosa Made Surya Adi Putra Mahayana, Dwi Hendra marhaeni A.A.I.N Mudita, I Gede Nasril, Nasril Ni Kadek Marta Seridewi . Ni Kadek Nia Novita Wiliani . Ni Kadek Putri Pratiwi . Ni Kadek Yuli Cahyani Ni Ketut Ria Megawati . Ni Ketut Yuni Sumaharani Ni Komang Arie Suwastini Ni Komang Sri Mariati Ni L. G. Dian Pondika C Ni Luh Gede Eka Wahyuni Ni Luh Made Purnia Adi Ni Luh Putu Eka Sulistia Dewi Ni Luh Ratih Luciana NI MADE AYU SULASMINI . Ni Made Evi Agustini ., Ni Made Evi Agustini Ni Made Gita Anggriani Ni Made Kristianti Ni Made Lia Indra Dewi . Ni Made Nurpratiwi Ni Made Ratminingsih Ni Made Widayati Anggun Pratiwi ., Ni Made Widayati Anggun Pratiwi Ni Made Yuni Karya Dewi Ni Nyoman Artini Ni Nyoman Padmadewi Ni Nyoman Padmawati Ni Putu Astiti Pratiwi Ni Putu Ayu Bella Damayanti Ni Putu Ayu Surya Utari Dewi ., Ni Putu Ayu Surya Utari Dewi Ni Putu Dewi Ersani Ni Putu Era Marsakawati Ni Putu Julia Eka Putri Ni Putu Kerti Nitiasih Ni Putu Oktaviana Dewi ., Ni Putu Oktaviana Dewi NI PUTU PRASANTI DEVI . Ni Putu Sutraningsih Ni Putu Tia Mahayoni Ni Putu Wiraningsih Ni Wayan Juniari Ni Wayan Karmini . Ni Wayan Kristina . Ni Wayan Surya Mahayanti Nugraha, I Gede Made Artha NURUDDIN . Nyoman Dyutami Maharani Nyoman Karina Wedhanti Nyoman Padmadewi, Ni Nyoman Purba Tribawa Giri ., Nyoman Purba Tribawa Giri NyomanAyu Sri Desi P.K. Nitiasih Padmadewi , Ni Nyoman Pam Nilan Paragae, IGAPNS Permadi, Gede Agus Pratama, Putu Yoga Sathya Prawira, Ni Nyoman Pradnyani Prof. Dr. A. A. I. Ngurah Marhaeni,MA . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Purniawati, Sang Ayu Putu Ari Putra, I Kadek Swartana Putra, Made Surya Adi Putri Balqis, Putri Putri, Ni Putu Julia Eka Putu Adi Krisna Juniarta Putu Bagus Suryawan Arijaya Putu Kerti Nitiasih Putu Suarcaya Putu Yoga Sathya Pratama Rahmad Husein Rahmayanti, Putu Ratama, I Putu Ratminingsih , Ni Made Ratnasari, Diana Rezandy, Made Aditya Pras Rismayanti, Luh Ayu Rita Vidyasari S.Pd. I Putu Ngurah Wage M . Sampurna, Marta Afrida Sandiyani, Ni Luh Kupit Sang Ayu Putu Ari Purniawati Saputra, Komang Yogi Septiani, Komang Shanmuganathan, Thilagavathi Sindu, I Gede Partha Suhardiana, I Putu Andre Sukadana, I Made Sukma Adisetiawan Sutrisna, I Putu Edi Sutrisna, I Putu Edi Tantri, Ni Nyoman Tari, Nirmala Udayana, I Made Ulandari, Sang Ayu Komang Yuli Utami, Luh Putu Restu Adi Verlinsti Vania Tamala Wahyudi, Gede Setia Wahyudi, Shafa Wardani, Ni Komang Sri Widiningsih, Made Adrina Widyawati, Ni Kadek Priska Ayu Wirasatya, Gede Didit Ogi Yanti, Made Dama Yohanes Satria Indra Yudha Yudha, Yohanes Satria Indra Zamzam, Ahmad Zulidyana Dwi Rusnalasari